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PEOSPECTUS. 



THE NATURAL METHOD 



OF 



MEMORIZING 



AND 



MEMORY TRAINING 



By WILBERT W. WHITE, M.A. 



IN EIGHT LESSONS. 



"To what purpose are all our labors in knowledge and 
wisdom if we want memory to preserve and use what we 
have acquired. 
\ " There can be neither knowledge nor arts nor sciences 
without memory." — Watts. 



N^C* 



THBEE BEQUESTS. 



1. Will you not read this little book carefully 
through and then ask yourself if the system whose 
claims it presents is not worthy of your study? 

2. If you desire your friends to know about the 
system, will you kindly send on a postal card the 
names of such friends, to whom full particulars w T ill 
be promptly sent ? 

3. If you are not interested in the subject of 
memory training, will you not hand this prospectus 
to some one who is likely to be interested in it ? 



£ 



TABLE OF CONTENTS. 



Page. 

Origin and Development of System __ 2 

Endorsements . . _■ 3-12 

Mnemonics 13 

General Statement 15 

Number and Arrangement of Lessons 16 

Contents of Lessons _ 16 

Results of a Study of the System. __ _ 18 

Answers to Questions 19 

Things True of the System... _ 22 

Lessons by Correspondence 22 

Terms 23 

Organization of Correspondence Classes 24 

Special Suggestions 24 

Endorsements. 

Dr. Edward Brooks 5 

Rev. Joseph Cook 10 

President Ferguson _* 7 

Dr. John Hall 10 

Dr. Harper 6 

Prof. King 4 

President McCurdy _ _ _ 6 

Dr. Morris. 5 

Dr. Price _ 6 

Dr. Reid ... 7 

Dr. Taylor.... 10 

Bishop Vincent _ 9 

Dr. Weidner 8 

Rev. Zimmerman _ _ 7 

Theol. Students Class 11 

St. Louis Class * _ 12 

Wooster Class ?_--.;- _,. % _. 12 

• • • 



'V3*)j 



ORIGIN AND DEVELOPMENT OF SYSTEM. 



The key to the system was found in attempting to memo- 
rize in their order twenty words selected at random. After 
a very crude working out of the Lessons, the ideas which they 
contained were communicated in March, 1887, to a few lead- 
ing persons in New Haven, Conn., where the author was 
engaged in graduate work in Yale University. The resulting 
commendation was such that he was encouraged to give 
much time to the development and extensive application of 
the system. While thus engaged he was urged to take per- 
sonal supervision of a class which a gentleman in the city 
voluntarily proposed to organize. About this time, reference 
having been made by the press to the system, inquiries con- 
cerning instruction were received from various quarters. 
In reply to one of these inquiries, Mr. E. S. Swift, the organ- 
izer of the New Haven class, wrote as follows : 

"A short time ago I formed a class of nearly a score in my 
parlor for memory training under Mr. W. W. White. W~e 
have had two lessons. I am more than satisfied with the re- 
sults and am convinced that the system is invaluable to 
young people pursuing an educational course. 

•Subsequently this gentleman wrote thus : 

Mr. W. W. White : 

Dear Sir — It is now several months since you explained 
your system of training the memory to a class in my parlor, 
which numbered nearly a score of members. I have talked 
with several of them from time to time on the subject, and 
we consider the system of inestimable value. I find that I 
can fix in my mind without any difficulty, names, dates, 
facts and figures, and can recall them at will with a certainty 
impossible before. I use the system in my business. I believe 
that a person with a poor memory can greatly strengthen it, 
and that a good memory can be marvelously developed by 
your system. 

Yours sincerely, 
. ' ♦ Edward S. Swift. 



3 

A lady, one of the first persons to whom this system was 
communicated, said enthusiastically : 

' * Why, by this I can memorize Robert Browning's poetry, 
and I think that is a pretty good test of any system. I have 
many times attempted to do this, but never before have I 
succeeded." 

A gentleman in Baltimore, Md., who has made the subject 
of memory a special study, having examined this system, 
wrote : 

"The method of learning foreign words which you 
suggest is the best i have met with." 



ENDORSEMENTS. 

The following are specimens of Recommendations received 
from persons who have examined and studied the Natural 
Method of Memorizing and Memory Training. The reader 
should note the fact that they are from a class of persons who 
are not in the habit of indulging in extravagant expressions. 



From Rev. J". M. Farrar, Pliila., Pa. 

Philadelphia, Pa., Nov. 18, 1887. 

The study of your Lessons on ' ' Memory and Memory 
Training" has afforded me a great amount of pleasure, and, 
as I verily believe, a very great amount of profit. Your Les- 
sons are the daylight, a ray of which I have been following 
through the dark for some years. I think that I possess a 
power for memorizing that is above the average. I preach 
without manuscript or note, yet I reproduce my manuscript 
page for page and almost word for word. I acquired this 
power by following out principles which I find fully devel- 
oped by your " Method." I never for a moment conceived 
that so much was enfolded in these principles, and conse- 
quently never would have worked them out as you have 
done. The idea certainly is correct, and your development 
is admirable. It will remove one-half, at least, of the burden 
of my work, and will enable me to carry the results of my 
labor more than double the length of time. With thanks for 
the great benefit I have derived from your Lessons, 

I remain, your friend, 

J. M. Farrar. 



From Prof. Clias. F. King, MI. A., Boston. 

April 12th, 1888. 
Prof. W. W. White's system of Training the Memory has 
been carefully examined and compared with other existing 
methods. It is superior to them all. It is psychological, and 
at the same time so simple in its laws and applications that 
any person can easily acquire it by careful practice. Teach- 
ers will be greatly benefited by learning it. I can heartily 
endorse and recommend it. 

C. F. King. 



From Rev. John A. Wilson, D.I). 

Wooster, Ohio, Aug. 30, 1887. 
Mr. W. W. White: 

I have examined your system of memory discipline and 
development, and wish to say that I am highly pleased with 
it. I am confident that a thorough course such as you pre- 
scribe could not fail to repay one hundred fold. 

John A. Wilson. 

From Rev. Jos. H. Wright. 

Xenia, Ohio, Nov. 10, 1887. 
Mr. W. W. White : 

Dear Brother — I am convinced of the great utility of your 
Memory Lessons. I congratulate you on the discovery of 
such a simple, natural and helpful method of training the 
mind. Multitudes of people are in need of just such disci- 
pline, and for lack of it are blundering along at half their 
normal speed, and eating their heart out with chagrin at 
being compelled to stop so often to pick up the various arti- 
cles that drop as they hurry along — many of which lose them- 
selves irrecoverably in the knot-holes and crevices of the 
mind. Ministers will find the first few Lessons invaluable in 
enabling them to keep in mind heads, subdivisions and cue- 
words of a sermon. Many whose good right hand has been 
chained down to a MS. like that of the Apostle to his guard, 
will suddenly find themselves the Lord's free-men, and be 
restored not only from the affliction of a palsied arm but also 
from near sightedness amounting almost to total blindness as 
far as the congregation is concerned. Lesson IV. is a revela- 
tion to me. I had a sort of half -developed plan of my own 
for the recollection of numbers, which was withal so clumsy 



and difficult as to be not always serviceable and frequently 
strained if not unmanageable altogether. This method is so 
easy and so funny — if you will pardon the epithet — as to 
make the task of remembering numbers like going on a pic- 
nic. In my judgment this system should be spread broad- 
cast. The world needs it. By all means push it upon the 
attention of all. Fraternally yours, 

Joseph H. Wright. 

From Rev. Geo. K. Morris, ».!>., Pliila., Pa. 

I have made a careful study of Prof. White's Memory Sys- 
tem, and compared it with other systems. In my judg- 
ment, it is the simplest yet most comprehensive system pub- 
lished, and in every way the most satisfactory. Children 
will readily master it. It makes such wise use of natural 
laws, that adults, even of advanced years, must derive ad- 
vantages from its faithful study. 

June 12, 1888. 

From Rev. Edward Brooks, A.M., Ph.D., Author of 

Brooks 9 Mathematical Series, Brooks' Mental 

Science, and numerous other works. 

I have given a careful examination to the " Natural 
Method of Memory Training," and find it superior in all re- 
spects to any system I have seen. It is an ingenious appli- 
cation of the natural laws of the memory, and is thus based 
on a sound psychology. Every student of the system will 
find his general power of memory vastly increased, while in 
some directions his power will seem almost marvelous. A 
marked peculiarity of the system is that it is so simple and 
natural that when thoroughly understood a person will use 
it unconsciously. 

June 13, 1888". 

From Mrs. J. W. Shoemaker, Vice-Pres., and Rev. Cecil 

Harper, A.M., Sec'y, of the National School of 

Elocution and Oratory, Pliila. 

We, the undersigned, teachers of the National School of 
Elocution and Oratory, testify that we have taken a course 
of instruction in Prof. White's System of Memory Training, 
and are much pleased, not only with the system, but also 
with the mode of instruction. 

To any one desirous of improving his natural powers of 
memory, we can conscientiously recommend Prof. White's 
System as being thoroughly logical, and also more easily 



mastered than any other system with which we are ac- 
quainted. It has already proved of great value to us espe- 
cially in the memorizing of poetry. 



From President T. A. McCurdy, ».I>. 

Macalister, Minn., Nov., 1887. 
The naturalness of your system will command adoption, 
and make it popular as well as useful. I therefore approve 
of it most heartily. 

T. A. McCurdy. 

From President James Harper, D.D. 

The brief manual on Memory prepared by Rev. W. W. 
White, of New Haven, Conn., I regard as admirably adapted 
to the end in view, which is not so much to strengthen as 
to train the memory. The author rears his system on the 
basis of mental laws, as these have been ascertained by a 
long line of investigators. With great ingenuity he has 
prepared a sort of harness for the memory by the use of 
which the energies of that faculty may be concentrated 
and utilized. Even those who may not have patience to 
master the details of this system may derive from it hints of 
great value. 

James Harper. 

Xenia, Ohio, Nov. 20, 1887. 

From Prof. Ira M. Price, Ph.D. (Iieipsic). 

My Dear Brother — I am delightfully surprised with your 
system of " Memory Training." After the study of the first 
two lessons, I accomplished unexpected feats with my 
memory. You have certainly found the basis of all natural 
memorizing, and have applied it in a wonderfully clear and 
concise form. The applications to History, Dates and Lan- 
guage exhibit an easy, natural means of making them your 
own. Every student, every person, should know the princi- 
ples at the bottom of memory, and how to apply them to 
everything that must be learned. I heartily recommend 
your system. It will double the efficiency of any memory in 
a short time. Sincerely yours, 

Tra M" Price 

Morgan Park, Ills., Nov. 21, 1887. 



From President R. G. Ferguson, »•»• 

New Wilmington, Pa., Nov. 23, 1887. 
Rev. W. W. White : 

My Dear Sir—Your " Natural Method of Memorizing and 
Memory Training " is based on a sound psychology. It will 
be easily understood and applied, and it makes no extrava- 
gant assertions and promises. 

Yours sincerely, 

R. G. Ferguson. 



From Rev. Jeremiah Zimmerman, Syracuse, N. Y. 

"Is it worth the cost" is one of the practical questions often 
asked, and in reference to Prof. W. W. White's " Natural 
Method of Memory Training," I unhesitatingly answer Yes. 
The thoughtful one who buys books to read will find this 
memory system one of his best investments, for it will en- 
able him to get greater results from his library. It is philo- 
sophical, and so practical that immediate benefit will follow. 
No public speaker who examines this system will fail to rec- 
ognize its practical value. 

Jeremiah Zimmerman, 
Pastor of 1st English Lutheran Church, Syracuse, N. F. 



From Prof. E. F. Reid, Ph.D. (Princeton). 

Monmouth, III., Nov. 26, 1887. 

My Dear Sir — I am very much pleased with your Memory 
System, and wish that I had had the opportunity to use it 
twenty years ago. Even at fifty I won't give it up. I have 
always looked upon memory helps as simple quackery. I 
have read a number of such books and turned from them 
with dissatisfaction. I took to yours at once. You get at 
the right point, and base your practice on honest scientific 
grounds. Your plan admits of infinite diversity in the 
application of the separate principles. 

Your system will be both delightful and profitable to 
those who study it. I feel that I can only endorse it with 
absolute fullness of approval, and I pledge you all possible 
aid in your introduction of it. 

Very truly and thankfully, 

Ed. F. Reid. 



8 

From Pres. J. if. McMicltael, D.D., Monmouth, Ills. 

Monmouth, III., Nov. 28, 1887. 
My Dear Sir — From my knowledge of the laws of thought, 
tested by consciousness, I am satisfied that your system is 
based upon a correct psychological basis, and is logically de- 
veloped. A careful study of, and constant practice upon, 
the principles, and according to the rules laid down for their 
development, must result in greatly increased strength, 
quickness, and accuracy of memory. 

Fraternally yours, 

J. B. McMichael. 

From Rev. J. R. Miller, I>.D., Phila., Pa. 

Phila., Dec. 30, 1887. 
I consider Mr. W. W. White's " Memorizing and Memory 
Training" very valuable. The system is simple, logical, nat- 
ural. It will prove a very efficient aid to those who are 
troubled with poor or untrained memories. So far as I have 
been able to give it an examination I heartily commend it. 

J. R. Miller. 

From Rev. J. A. L,ittell, Albany, N. Y. 

Dear Sir — I have carefully studied your lessons on Mem- 
ory Training. The principles of your system are as indis- 
pensable to proper memorizing, as Addition, Subtraction, 
etc., are to mathematical calculation. Your system is a rev- 
elation to me. Its application is as interesting as it is accu- 
rate. I most heartily congratulate you on your discovery of 
the true application of the laws of memory. Every student 
ought to study your lessons. I endorse your system without 
reserve. 

J. A. Littell. 

Feb. 22, 1888. 

From Prof. E. L. Compton, M.A. 

I think your system as a whole is admirable. 

E. L. Compton, 
Prof. Mental Science, Wooster University, Wooster, O. 

From Prof. R. F. Weidner ».!>., Professor of Exegesis 

and Dogmatics in Augustana Theological 

Seminary, Rock: Island, 111. 

Of the various systems devised for the training of the 
memory, with which I am familiar, I regard yours as by far 



the best, being what is rightly called "The Natural 
Method." My great regret is that I did not have the benefit 
of your method twenty years ago. It would have saved me 
time, money and much annoyance. It is my deliberate opin- 
ion that your method, — if thoroughly mastered and con- 
stantly practised, which is easily done, — is more valuable to 
a student of eighteen, having in view a professional life, than 
a gift of a $1000 for books would be. It is also of great value 
to persons of all ages and professions, and can be successfully 
applied to every branch of knowledge and every department 
of life, and above all, which I do not regard as the least of 
its many merits, it is the best method that I know of for 
awakening and training the sluggish mind. 

From Prof. Cr. H. Schodde, Ph.D. (Leipsic). 

Columbus, O., Dec. 31, 1887. 
My Dear Mr. White: 

I take pleasure in stating that I have examined your mem- 
ory lessons, and feel confident and convinced that the sys- 
tem is thorough, and if carefully studied will accomplish the 
object for which it is intended. 

Yours faithfully, 

George H. Schodde. 

From Prof. E. Ii. Curtis, Ph.D. 

Chicago, Dec. 31, 1887. 

The first of your lessons I studied thoroughly and recog- 
nized at once the value of its suggestions. The others I have 
not yet had time to take up as lessons. I believe, however, 
the course will be very helpful to students of language. I 
shall urge the young men of our Seminary to take your les- 
sons. The hints on remembering faces and names will be 
of great service. Yours sincerely, 

Edward L. Curtis. 

From Bishop J. H. Vincent, II. D., L.L.D. 

Plainfield, N. J., March 9th, 1888. 

I HAVE EXAMINED WITH MUCH CARE THE MEMORY SYSTEM 

of Prof. W. W. White. I am thoroughly delighted 
with it. Its theory is complete, and the Plans and 
Devices based upon that theory are in every way 
practicable. no one can follow the unique and val- 
UABLE plan of Prof. White without great gain of 
mental power. 

JOHN H. VINCENT. 



10 
From Uev. Joint Hall, ».!>., LL.I*., New York. 

New York, April 24th, 1888. 

During my recent visit to New Haven, I had the oppor- 
tunity to hear from Mr. White the various and ingenious 
processes by which his system of aids to the memory is 
worked out. 

I was much interested; and having the opportunity to sub- 
mit the lines of study to a very intelligent man who has 
given attention to this matter, and having a favorable opin- 
ion from him, I feel warranted in commending Mr. White's 
method. John Hall. 

From A. A. E. Taylor, ».D., LL.D. 

St. Louis, Mo., May 1st, 1888. 
I have examined with care various systems of memory cul- 
ture and find the most practical and helpful of all to be that 
of Prof. W. W. White, who has long been known to me and 
for whom I freely vouch. It has been tried in a large class 
in Wooster University, where I have been connected, and 
with great success. Prof. White has stripped his method of 
all fanciful and foreign notions and experiments, and comes 
nearer to strict adherence to natural laws and their modes of 
operation without mechanical devices than any other system 
in vogue. In my judgment it is unquestionably the simplest 
and most helpful of all methods of memory culture. 

A. A. E. Taylor. 

From Rev. Joseph. Cook, D.D., Boston, Mass. 

Boston, Sept. 7th, 1888. 
Mr. W. W. White's Natural Method of Memory 
Training combines the excellencies of several dis- 
tinct schools of mnemonics, and yet appears to me to 
be simple, clear, practical, and therefore highly 
meritorious. 

Joseph Cook. 

From Rev. C. H. Morse, Cedar Rapids, Iowa. 

Cedar Kapids, Iowa, Aug. 16, 1888. 

I thoroughly believe in your system, and feel that I have 

derived great benefit, not only in memory training, but also 

in conscious power of clearer thinking and closer application 

of the mind in study. I have experimented in committing 



11 

to memory some of the psalms and a few hymns, in accord- 
ance with the method suggested in your lessons, and have 
been much pleased with the result. The possibilities of the 
application and use of the system seem to me daily greater, 



CLASS ENDORSEMENTS. 

Class of Sixty Theological Students. 

The following paper was unanimously adopted by a class 
of sixty students in the Baptist Union Theological Seminary, 
Morgan Park, Ills. The class was conducted by Prof. Ira M. 
Price, Ph.D. (Leipsic), professor of Hebrew and Old Testa- 
ment Literature in the Seminary : 

April 4th, 1888. 

We have found Prof. White's Natural Method of Memory 
Training very helpful and interesting. We believe the prin- 
ciples which he presents to be founded on true laws of mind. 
We recommend the system as beneficial in training the 
memory in acquiring and retaining knowledge. 



Class of Sixty-five Theological Students. 

March 15th, 1888. 

The following was unanimously adopted by a class of 
sixty-five students in the McCormick (Presbyterian) Theolog- 
ical Seminary, Chicago, Illinois, after having studied Lessons 
I and II of the Course. The Class was conducted by Prof. E. 
L. Curtis, Ph.D., professor of Hebrew and Old Testament 
Exegesis in the Seminary : 

' 'We heartily endorse Prof. White's Natural Method of 
Memory Training. We find it entertaining work to follow 
out his principles. We believe them to be founded on a true 
psychology and with a reasonable amount of study, the les- 
sons will benefit not only the memory, but the mind, in all 
its acquisition of knowledge. We can recommend the sys- 
tem to all desiring to improve the memory and cultivate the 
mind." 

Class of Eiglity. 

The class of eighty pupils under Prof. Price, in Granville, 
O., at their last meeting, May 28, '88, indorsed by a unani- 



12 

mous vote the following resolution: "We regard Prof. 
White's system as a valuable study, both on account of its or- 
derly arrangement of principles and the many suggestions 
which it offers for the scientific training of the memory/' 

Class of Two Hundred. 

The following testimonial was presented by Prof. S. J. 
Kirk wood, LL.D., Prof essor of Mathematics and Astronomy 
in Wooster University, Wooster, Ohio, and unanimously 
passed by a class of 200, at the close of a course of lessons 
given by Mr. White in his own home and College town. 

Wooster, Ohio, April 30th, 1888, 
We, to the number of 200, having taken a course of lessons 
in Memory Training under Prof. W. W. White, desire to ex- 
press our entire satisfaction with the results thereof, and our 
firm belief that any one who will give the system a fair trial, 
will experience like satisfaction and will derive great benefit 
therefrom. 

We have the greater pleasure in giving expression to our 
views in this connection, because this course of lessons has 
been given by Prof. White in his old home where many of 
us have long known him. 

Class of Two Hundred Twenty-one. 

The following testimonial was presented by Dr. F. R. 
Moore, M.D,, and unanimously passed by a class of 221 at 
the close of a course of lectures in St. Louis, Mo. : 

We, the members of the St. Louis Class in Memory Train- 
ing, desire to express our great satisfaction with Prof. 
White's system, and with the practical benefits received by 
us in its study. 

We would especially mention the efficient success of Prof. 
White in training together so large a class; and do most cor- 
dially recommend the teacher and the system. 

From Class at Ottawa, Kan. 

Ottawa S. S. Assembly, June 26, 1888. 
The members of the Memory Class, instructed by Mr. 
Frank F. Lewis, according to the Natural Method of Memo- 
rizing and Memory Training, hereby express their high ap- 
preciation of the method, and benefit which the class has re- 
ceived during the instructions at the Assembly. 

Signed, Rev. D. C. Milner, President of the Assembly, 
And the other members of the class. 



13 

MNEMONICS. 

This name (Gr. fivyuoviKog belonging to remembrance or 
memory) properly includes all systems of memory training. 
Its definition is, "A system of precepts and rules intended to 
assist the memory." In this right sense the word is used by 
Rev. Joseph Cook in his endorsement of the Natural Method. 
In the popular mind, however, mnemonics stands for artifi- 
cial, cumbersome, useless contrivances. This is because 
many systems of mnemonics have been more artificial than 
natural. The first system of Mnemonics is referred to the 
Greek, Simonides, who flourished 500 B. C. He invented 
the topical or locality method. He is said to have been 
led to" this by noticing that he was able to recall the names 
of a number of persons in connection with the positions oc- 
cupied by the different persons at a table. Simonides' plan 
was to use an imaginary building well furnished with doors 
and porches, and windows, and halls. This building he 
knew thoroughly in all its parts. The parts he always 
thought of in a certain order. When he wished to remember 
a number of facts, he simply went in mind through his build- 
ing, attaching the facts to be remembered to different parts 
of the house. It is said that from this system we have the 
phrases, " In the first place,*' " In the second place, etc. 

Many systems of Mnemonics have been devised. It is said 
that more than one hundred different books representing al- 
most as many systems have been published. These systems, 
however, all bear a general resemblance to each other. There 

IS THIS SERIOUS OBJECTION TO THE MAJORITY OF THEM, THAT 

they ARE too artificial. In using them there is danger 
of weakening the memory by forcing it to make artificial 
connections between things. The mnemonical principle may 
be illustrated by the following. You wish to remember the 
names of the Presidents of the United States in order. You 
first make out a list of images or pictures and perhaps place 
them in order in imaginary squares on the wall of your 
room. You take for this purpose common objects, such as 
Pump, Stove, Horse, etc. You then think of Washington be- 



14 

side the pump in the first square ; Adams warming him- 
self by the stove in the second square ; Jefferson riding a 
horse in the third square, etc. 

The following is a sample of the artificial methods employed by 
many Mnemonical teachers in the memorizing- of poetry and prose. It 
must be explained that first of all a list of 50 or 100 words is committed 
to memory. This list is sometimes arranged with reference to numbers, 
sometimes with reference to initial letters. This list of words is made 
to represent concrete objects, and these are used as hooks, so to speak, 
upon which things to be remembered are hung. One would think that 
these hooks would soon be overloaded. One Latin Mnemonist arranged 
in his mind, according to the letters of the alphabet, the names of 
twenty-four animals, viz : Asinus, Basilicus, Canis, Draco, Elephas, 
Felis, etc. Most of them we are told he divided into four parts, viz 
head and body, feet, fins or wings, and tail. This gave him ninety-six 
different objects, to which he attached in order anything which he 
wished to remember. 

The following is taken from Memoria Technica by Lorenzo D. John- 
son (1847) : 

" As the vine, which has long twined its graceful foliage round the 
oak, and been lifted by it into sunshine will, when the hardy plant is 
riven by the thunderbolt, cling around it with its caressing tendrils, 
binding up its shattered boughs ; so is it beautifully ordered by Provi- 
dence that woman, who is a mere dependent and ornament of man in 
his happier hours, should be his stay and solace when smitten with sud- 
den calamity ; winding herself into the rugged recesses of his nature, 
tenderly supporting the drooping head and binding up the broken 
heart.'"— Irving. 

ANALYZED. 

1. As the vine, which has long twined its graceful foliage 

round the oak Gig. 

2. And been lifted by it into sunshine. — Cricket. 

3. Will.. - ---- Urn. 

4. When the hardy plant is riven by the thunderbolt Banner. 

5. Cling around it with its caressing tendrils Gird J e. 

6. Binding up the shattered boughs . Judge. 

7. So it is beautifully ordered by Providence that woman.. .Dog. 

8. Who is the mere dependent and ornament of man in his 

happier hours Cane. 

9. Should be his stay and solace when smitten with sudden 

calamity - Puma. 

10. Winding herself into the rugged recesses of his nature .. Chair. 

11. Tenderly supporting the drooping head. Quail . 

1 And binding up the broken heart Quack . 



15 

The author asserts that it is only necessary to associate some leading 
word or idea in the line, with the prompter. Thus, in the first line, make 
it an oak gig; in the second, lift the cricket into sunshine; in the third, 
place "will" on the urn; in the fourth, shiver the banner all to pieces 
with the thunderbolt ; in the fifth, let the girdle cling around like cares- 
sing tendrils, etc. 

The artificiality and cumbersomeness of the above method 
is sufficient to condemn its use. 

The above reference to Mnemonicai Systems is introduced 
to emphasize the fact that The Natural Method of Memorizing 
and Memory Training is not one of the old mnemonicai sys- 
tems retouched. It differs essentially in principle and devel- 
opment from them. Very many people have studied one 
or more systems of Mnemonics and because no benefit has 
been derived therefrom, these persons are rightly suspicious 
of all Memory Systems. This system is true to its name, 
The Natural Method. 

GENERAL STATEMENT. 
This system comprises an extensive series of memory ex- 
ercises new in themselves and arranged on an entirely new 
plan. The Inductive method is employed in the presentation, 
facts being given and principles being drawn from the facts. 
The student is thus led to feel that he is not dealing with mere 
theories. The abundance and arrangement of real exercises is 
urged as one of the considerations in favor of the superiority of 
this system over the discussions of memory usually found in 
the books. This system does not presume to flaunt before the 
world the claim of absolute originality. It is true that the 
ground principles were a real discovery to the author of the 
lessons, and if the word of competent judges is to be credited 
the Lessons contain many things which are originally stated 
and applied. In the preparation of the system all available 
books on the subject of memory have been examined, and 
that which was considered good has been condensed and in- 
corporated, and the bad has been rejected. There are books 
which in general tell one how to acquire a good memory. 



16 

This system not only gives principles, but it also applies 
them, giving numerous exercises and explicit directions ap- 
plicable to specific cases. 

NUMBER AND ARRANGEMENT OF LESSONS. 

The Lessons are eight in number. They are arranged with 
reference 

a. To subject matter. 

b. To gradual increase by exercise in power of memorizing. 

CONTENTS OF LESSONS. 

Lessons I and II deal with ground principles and contain 
numerous applications of them. 

Lesson III contains application to memorizing names and 
faces, with many supplementary applications to the princi- 
ples embodied in Lessons I and II. 

Of the application to names and faces Prof. E. L. Curtis, 
Ph.D., of McCormick Theol. Seminary says: The hints on 
remembering faces and names will be of great service. 

Lessons IV and V deal with Figures in General. Special 
applications are made to dates. The system provides for a 
permanent retention of any number in the mind. One if 
called upon to do so, by use of the method may repeat with 
absolute precision hundreds of figures. The immense num- 
ber composed of 708 figures beginning 8,14159 which ex- 
presses the ratio of the diameter of a circle to its circumfer- 
ence is introduced in the lessons as an exercise. This exer- 
cise is employed by several writers on memory, but the ap- 
plication found in these lessons is not found anywhere else 
and is unique and sensible. By the unaided untrained mem- 
ory it is simply impossible to retain such a number. By this 
system it may be recited with ease in a surprisingly short 
time, the person being able even to name any figure in the 
number which may be called for. Lesson V contains also 
applications to History, Geography, Scientific facts, etc. 






17 

Of the Application to Numbers, Rev. J. H. Wright of 
Xenia, Ohio, says: "It is a revelation to me. I had a sort of 
half developed plan of my own for the recollection of num- 
bers, which was withal so clumsy and difficult as to be not 
always serviceable and frequently strained if not unmanage- 
able altogether. This method is so easy and so funny — if 
you will pardon the epithet — as to make the task of remem- 
bering numbers like going on a picnic." 

Lesson VI deals wholly with memorizing words of a for- 
eign language. Actual applications are made to French, 
German, Latin, Greek, Hebrew, Arabic, and Assyrian. 
General principles are stated applicable to any language. A 
study of this lesson in its proper place in the course cannot 
fail to aid to a very great degree students of language. 

Lesson VII deals with Poetry and Music, and increasing 
one's English Vocabulary. In the application to poetry, 
Burns' matchless poem " To Mary in Heaven" is used as a 
basis. 

The suggestions to music students will be found very help- 
ful, there being a special application to playing instrumental 
music without notes. 

Persons who find themselves at times at a loss for the 
proper word with which to express an idea will be much bene- 
fited by a study of the application to increasing one's English 
vocabulary. 

Lesson VIII deals with prose, with special applications to 
reading and remembering the contents of a book, Sermoniz- 
ing, Speech making, etc. Judah's plea before Joseph is 
taken as the basis for the application to prose. 

Of the Application to Reading and Remembering the Con- 
tents of a Book one pastor writes : 

" Your Application to Reading and Remembering the Con- 
tents of a Book is clear, bringing to me new light and delight. 
I pledge you a life-time thanks." 




18 



RESULTS OF A STUDY OF THE SYSTEM. 

From the foregoing sketch of the Contents of the Lessons 
it will be observed that the field is pretty thoroughly cov- 
ered. The lessons without doubt contain suggestions which 
cannot fail to be helpful to one in any profession who will 
study them. The person who will apply the principles and 
go conscientiously through the exercise of the Lessons, 
will be wondrously helped and strengthened, and will be put 
in the way of making his own applications which are always 
the best. The Lessons will be invaluable to those who are 
able only to follow others in application, but they will be of 
most service to those who, able to think for themselves, need 
only suggestions and hints. 

The effect of this system of Memorizing on the mind in its 
working is deemed of incalculable value. So many minds 
are confused — almost chaotic. There is no place for any- 
thing, and of course, nothing is in its place. Such minds are 
like some old lumber room into which have been tossed pro- 
miscuously, for many years, boards and beams of every sort, 
so that one to secure the desired piece is compelled to move 
the entire mass of trash. By use of this system the mind is 
thrown or rather grows into beautiful order. Knowledge by 
it is systematized and can be used at pleasure. Like the 
artist who preserves all the negatives of all the persons who 
have been photographed by him, and is able years after a 
negative has been made, on a moment's notice, to find it and 
reproduce the picture, so by this system the mind is enabled 
not only to form clear and accurate mental pictures, but also 
to preserve the negatives, and on demand to reprint the 
pictures. 

This system of Memorizing and Memory Training cannot 
fail to aid, to a very great degree, any one who will make 
himself familiar with it. It helps to intensify interest; it in- 
sures concentration; it is a perfect cure for mind-wandering 
This is not an advertising statement. It is a simple dec- 



19 

laration of Positive Fact. Indeed the possibilities of the 
result of following the principles of this system seem greater, 
day by day, to those who have studied it. 

This system has avoided depending for its introduction 
upon advertisements of great feats which may be performed 
by adepts in the use of it. It claims without the slight- 
est HESITATION TO BE EQUAL TO ANY REASONABLE DEMAND 
WHICH MAY BE LAID UPON IT, AND NOT ONLY CHALLENGES 
COMPARISON WITH ANY OTHER SYSTEM BUT ALSO UNHESI- 
TATINGLY AND WITHOUT QUALIFICATION CLAIMS TO BE THE 

best in existence. The person who studies these lessons 
will know how the wonderful feats and surprising tricks 
of memory are performed. This will satisfy his curiosity. 
For the amusement of his friends he may choose to play 
some of the tricks ; for the astonishment of the unin- 
itiated he may pride himself in performing some of the 
feats. For his own good he will be more interested 
in the principles — the laws of mind in memorizing — which 
are here clearly stated, and variously illustrated. The 
true student desires to have his memory strengthened, not 
that he may exhibit himself before the multitude, but that 
he may the more readily and easily prepare his lessons, and 
perform his work in life. These Lessons profess to be able 
to aid greatly in the accomplishment of this end. 

ANSWERS TO QUESTIONS. 

1. Heretofore my faith in memory systems has been at a 
low ebb. Your list of excellent testimonials has revived it. 
What can you do for me ? 

Arts, Read Eesults of a study of the System, page 18. 

2. Can I get myself in shape to make some use of history ? 
I cannot remember a date three days. 

Ans. Read Prof. Price's letter, page 6 ; also Content of Les- 
sons IV and V, page 16. 

3. What are your terms ? Ans. See page 23. 

4. Please give particulars about your system. 



20 

Ans. Read again this pamphlet, then enclose stamp for ap- 
plication form. 

5. How much time must elapse before one will derive bene- 
fit from the system ? 

Ans. Not ten minutes after receiving Lesson I, Read Dr. 
Harper's letter, page 6. 

6. Does the System require much reading ? 
Ans. No. All extraneous matter is omitted. 

7. Do you swear a fellow " to never reveal," etc.? 

Ans. No. Each person who takes the system signs a simple 
agreement upon honor not to teach or reveal the system for 
five years. There is no bond. 

8. The cash I presume is strictly payable in advance? 
Ans. Money should be sent with signed agreements, which 

must be received before lessons are sent. 

9. Do you send out more than one lesson at a time to cor- 
respondence students ? 

Ans. Not unless special arrangements are made. 

10. Do you require a report on each lesson before you will 
send the next in order ? 

Ans. The next lesson will be sent on notice that the student 
desires it. Certain exercises are suggested. The sending of 
these is optional. 

11. About how long time will it take for a man of average 
ability to master the eight lessons ? 

Ans. A difficult question. It depends largely on natural 
ability and previous mental training. One pupil writes that 
he mastered Lesson I the same day on which he received 
it. The principles of the lessons should be put into practice 
in daily work. No lesson should receive by any person less 
than four or Ryb hours study. One who will study any les- 
son four hours will of his own accord spend more time on it. 
The System may be studied during odd moments to great 
advantage. One-half hour's study each day for eight weeks 
ought to be sufficient for a pretty thorough mastery of the 
system. 

12. Will your systems enable me to preach without notes ? 



21 

Ans. Yes. Read letters from Revs. Farrar and Wright, 
pages 3, 4. 

13. Is your System as good as any other ? 

Ans. It is better than any other. Read paragraph preced- 
ing Answers to Questions ; also Prof. King's letter, page 4, 
and Dr. Taylor's letter, page 10. 

14. Do you really hold that all which you say about the 
system is true ? 

Ans. Certainly. Read Rev. R. G. Ferguson's letter, page 7. 

15. Can you aid me in remembering names and faces ? 
Ans. Yes. Read Prof. Curtis' letter, page 9. 

16. Is it possible that of the 708 figures of the " Ratio," you 
may by your system name any one of the figures which may 
be called for ? 

Ans. Yes. Without reference to the number the statement 
is hazarded that the 160th figure is 0, and the 691st is 7. Take 
the lessons and see if this is not true. Of course this is sim- 
ply a feat. Feats are not made much of in these lessons. 
The tricks of memory are exposed. The true student desires 
something different. These lessons profess to furnish what 
the student needs. 

17. Am I too old to take up your system ? 
Ans. No. Read Prof. Reid's letter, page 7. 

18. Will it pay a man who has a good memory to take your 
system ? 

Ans. Yes. Read Mr. Swift's letter, page 2 ; also that of 
Rev. Farrar, page 3. 

19. Will your system be of service to a man in the medical 
profession ? 

Ans. Yes, anywhere. Read results of a study of the sys- 
tem, page 18. 

20. Do you ever get out of patience answering questions ? 
Ans. Only when questions are asked which are answered 

above. 



22 
THINGS TRUE 

OF THE 

NATURAL METHOD OF MEMORIZING AND MEMORY TRAINING. 



It is easily understood and applied. It makes no extravagant asser- 
tions and promises. It is based on a sound psychology. It is simple, 
logical, natural. It bases its practice on honest scientific grounds. It 
has not even the odor of quackery. It is admirably adapted to the end 
in view, viz : to train the memory. With very little work those who take 
it will derive from it hints of great value. It presents no extraneous 
irrelevant matter. It is presented by the Inductive Method. It does 
not disappoint any who take it. It is superior to any system in 
existence. It has attracted the attention of leading educators who are 
arranging to have it taught regularly in their courses. Husband and 
wife may take the system by paying a slight advance on the tuition of 
one. Children can understand the system. It gives a condensed history 
of Mnemonical systems. It gives a valuable bibliography on the sub- 
ject of memory. It gives an interesting account of a number of re- 
markable memories. The system if followed by Pastors will banish 
the MS. from the pulpit. The System is thoroughly American. 
The system is attracting public attention by sheer force of merit. The 
system is recommended by business men. To study it is a pleasure. It 
is a revelation to many. It admits of infinite diversity in application. 
It encourages each person to make his own applications. It does not 
burden the student with unnecessary and useless applications. It sys- 
tematizes knowledge. It helps to intensify interest. It insures concen- 
tration. It is a perfect cure for mind wandering. It is indispensable to 
any student. 

LESSONS BY CORRESPONDENCE. 

Although it is true that nothing can take the place of per- 
sonal instruction in the class-room, many studies are carried 
on very successfully by correspondence. The Lessons in 
Memory Training are arranged primarily with reference to the 
need of the student at home. Any one with ordinary intelli- 
gence will be able to master the system under the directions 
given. It is earnestly advised, however, that where it is possi- 



23 

ble, persons in the same town or community who are studying 
the system, meet together, appoint a leader, and have at 
least three or four recitations. Many interesting questions 
will be raised, and great good will result. Special directions, 
How to Conduct a Memory Class, have been prepared 
and will be sent to those appointed to lead clubs in study and 
recitation. As an inducement to carry on this work a 
special reduction has been made to clubs of 20 or more which 
may be organized for the study of the system. The attention 
of C. L. S. C. circles and of other clubs is called to this 
opportunity to spend together three or four evenings with 
very great profit. Why not take this opportunity to improve 
the memory which has been so much neglected, and without 
which it is so difficult to carry on study of any kind. 



TERMS BY CORRESPONDENCE. 

The following are the terms for Lessons on Memorizing 
and Memory Training, by correspondence: 

One set (eight lessons) ------- $8.00 

Ten or more sets to a class, each ------ 5.00 

One set to husband and wife ------ 10.00 

" " " " in a class of 10 or more - 6.00 

One set to a minister or a Theolog. student - 5.00 

'* " minister and wife ------ 6.00 

One set to person organizing class of 10 - - - Free. 
Special rate to Chautauqua and other clubs organizing classes of 

20 or more for associate study under a leader, each - - 3.00 

Write for special terms to families. 

Notice. — The terms quoted above do not apply to classes in 
which personal instruction is given. 



LIBRARY OF CONGRESS 

in 

021 092 719 



24 



ORGANIZATION OF CORRESPONDENCE CLASSES. 

In organizing classes husband and wife count one numeri- 
cally ; both in all cases sign same agreement and use same 
lessons. The wife should sign her name immediately below 
that of the husband, and add the words, his wife. Any one 
about to organize a class should send for the number of 
application blanks which he thinks he w411 need (no more no 
less). On receipt of applications he should: 

a. Secure signatures, being careful to have correct P. O. 
address in each instance. 

b. Collect fees, 

c. Eeturn signed applications. 

d. Send money in one of the ways mentioned below. 
Lessons will be sent at once to classes fulfilling above con- 
ditions. 



SPECIAL SUGGESTIONS. 

1. When writing for information or Lesson, please send 
enclosed stamp instead of postal card. 

2. Be careful in correspondence to write the full address as 
found below. 

3. Write name and address together and in a legible 
manner. 

4. Send money by postal order, express order, New York 
draft, or registered letter. Do not send checks on local hanks. 

5. Send all correspondence to 

WILBERT W. WHITE, 
P. O. Box 1341. New Haven, Conn. 



LIBRARY OF CONGRESS 



021 092 719 • 



